American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction. Overview

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1 American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction Overview Overall days: 12 (1 day = minutes) Purpose The focus of this unit is nonfiction from the period of the American Revolution and its connections to culture, society, and history. The students will read, discuss, write, and present about several types of text including several primary source documents that use rhetorical devices. The intended outcome is the creation and delivery of a persuasive speech that uses the rhetorical devices studied in the unit. Content to be learned Integrate and evaluate multiple sources of information about the historical, social, and cultural context of nonfiction from the period of the American Revolution. Respond thoughtfully to language and ideas of diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible. Prepare and present a persuasive speech that uses of the rhetorical devices studied. Processes to be learned and used Read primary source documents. Analyze and evaluate the argument in a primary source document. Summarize and paraphrase a primary source document. Initiate and participate effectively in a range of collaborative discussions. Use the writing process to write and present a persuasive speech following the conventions of the genre, using some of the rhetorical devices studied. Essential questions students should be able to answer by end of unit Could you start a revolution with a tweet (i.e., 140 characters or less)? How do the readings help us better understand how revolutions can be avoided or initiated? How can rhetorical strategies make an argument more persuasive? Providence Public Schools, in collaboration with the D-19

2 American Literature, Quarter 1, Unit 3 Revolutionary Nonfiction (12 days) Written Curriculum Common Core State Standards for English Language Arts Reading Reading Standards for Informational Text Key Ideas and Details RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. RI Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Craft and Structure RI Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze how an author uses and refines meaning of a key term or terms over the course of a text (e.g. how Madison defines faction in Federalist No. 10). RI Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. RI Determine the author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Integration of Knowledge and Ideas RI Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g. in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g. The Federalist, presidential addresses). RI Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln s Second Inaugural Address) for their themes, purposes, and rhetorical features. D-20 Providence Public Schools, in collaboration with the

3 Revolutionary Nonfiction (12 days) American Literature, Quarter 1, Unit 3 Writing Text Types and Purposes W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Speaking and Listening Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Presentation of Knowledge and Ideas SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate (see grades Language standards 1 and 3 on page 54 for specific expectations.) Providence Public Schools, in collaboration with the D-21

4 American Literature, Quarter 1, Unit 3 Revolutionary Nonfiction (12 days) Notes, Clarifications, and Prerequisites The following writing standard is to be covered at least once per year and preferably once per quarter as technology access allows. W Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Taught Curriculum Learning Objectives Students will be able to: Integrate and evaluate multiple sources of information about the historical, social, and cultural context of nonfiction from the period of the American Revolution. Identify and analyze the effectiveness of figures of speech and rhetorical devices. Analyze and evaluate the argument in a primary source document. Summarize and paraphrase a primary source document. Use the writing process to write and present a persuasive speech following the conventions of the genre, using some of the rhetorical devices studied. Resources Literature: Course 4, Glencoe McGraw Hill, Teacher Edition, 2009 Early America Timeline (pp. 4-7, 10-11) Big Idea 3: The Road to Independence (pp ) View the Art (p. 103) The Rhetoric of Revolution (pp ) Speech to Second Virginia Convention (pp ) Declaration of Independence (pp ) From Time magazine: How They Chose These Words (pp ) From The Crisis, No. 1 (pp ) Writing Workshop: Persuasive Speech (pp ) Speaking, Listening, Viewing Workshop (pp ) Unit 1 Teaching Resources: Writing, Speaking, Reading, and Listening (p. 207) StudentWorks CD: Speech Audio Resource Kit Literary Elements Transparencies (pp ) Scoring Guide (p. 1115)) D-22 Providence Public Schools, in collaboration with the

5 Revolutionary Nonfiction (12 days) American Literature, Quarter 1, Unit 3 Instructional Considerations Key Vocabulary deductive reasoning figures of speech parallelism repetition rhetoric rhetorical question syllogism tone Planning and Instructional Delivery Considerations The focus of this unit is nonfiction from the period of the American Revolution and its connections to culture, society, and history. The students will read, discuss, write, and present about several types of text, including many primary source documents that demonstrate the effective use of that focus on rhetorical devices. The strategies used in this unit are grouped into a gradual release model that organizes the activities into beginning, middle, and end of unit structures. The intended outcome is the creation of a persuasive speech that uses the rhetorical devices studied in the unit. To provide students with necessary background information and model critical thinking opportunities that support direct, explicit instruction, use a variety of graphic organizers, activities, and textual supports from the Glencoe textbook (pp , ). For differentiation, strategies can be found in the text for students needing additional help with understanding the speeches and the Declaration of Independence (Glencoe, pp. 113, 117). For additional support strategies, see the Unit 1 Teaching Resources text (p. 207). The following teaching strategies are grouped into a gradual release model that will provide students with a variety of learning experiences that align to and support the learning objectives. BEGINNING of the unit (2 days) Introduce the unit, Learning Objectives, and Essential Questions. Refer to the Early America unit launcher in the Glencoe text to provide an overall introduction to the big idea of the unit (Glencoe, pp. 4-7, 10-11). Review the timeline with students to establish the overview of the era (Glencoe, pp. 4-5). Refer to the Big Idea 3 section (Glencoe, pp ) and the View the Art section (Glencoe, p. 103) to introduce historical content and context of Revolutionary America and its literature. Review the Before You Read sections to set purposes and connections to reading. Complete the accompanying Bellringer options to help students understand the concepts. Activate, clarify, and build students prior knowledge of the Revolutionary period using a KWL chart. MIDDLE of the unit (6 days) Provide support to students as they read and discuss the following selections from the Glencoe textbook. The Rhetoric of Revolution (Glencoe, pp ) Providence Public Schools, in collaboration with the D-23

6 American Literature, Quarter 1, Unit 3 Revolutionary Nonfiction (12 days) Speech to Second Virginia Convention (Glencoe, pp ) Declaration of Independence (Glencoe, pp ) From Time magazine: How They Chose These Words (Glencoe, pp ) From The Crisis, No. 1 (Glencoe, pp ) Have students note the Literary Element Strand and Reading Strategy Strand throughout the text. Check for understanding of the terms and questions. To help students engage in a study of rhetorical techniques, try one or more of the following activities: Divide text into sections for students to practice reading aloud and to identify rhetorical techniques (Literary Elements Transparencies, pp ). Compare the effects of reading speeches to listening to an audio recording of text (StudentWorks CD). Use current political speeches to help students draw a connection to readings in the text. For example, make connections to real-life elections and issues in Rhode Island and in the nation. Use a three-column graphic organizer to record examples of rhetorical strategies and their purposes. Model summarizing and paraphrasing (Teaching Resources: Writing, Speaking, Reading, and Listening, p. 207) and have students in small groups practice paraphrasing sections of texts. The texts in this unit are challenging, so students will need support to understand vocabulary. Help students examine connotations of words to see how word choice is particularly important in rhetorical discourse (Glencoe, p. 138). Researching word origins will also help students understand vocabulary and word choice (Glencoe, p. 131). Use a Big Idea Foldable for each of the speeches (Unit 1 Teaching Resources). Virginia Convention Declaration of Independence The Crisis Rhetorical devices Rhetorical devices Rhetorical devices END of the unit (4 days) Have students use entries from the reader response journal and notes from their graphic organizers to develop a formal written response/argument. For the Summative Assessment, students will be writing a speech. Help them understand the components of a persuasive speech. (See the Writing Workshop and the Speaking, Listening, and Viewing Workshop pages.) Include a more contemporary speech as a model, or model creating a speech on a contemporary issue for students. Refer to the text Haunted House or Historical Attraction as a sample in the Writing Workshop (pp ). D-24 Providence Public Schools, in collaboration with the

7 Revolutionary Nonfiction (12 days) American Literature, Quarter 1, Unit 3 Formative Assessments Assessed Curriculum Ask students to identify the figures of speech and rhetorical questions in the Speech to Second Virginia Convention (pp ). Have students write a summary of the main points of the Declaration of Independence (pp ). Have students use the Writing section (p. 119) to write and present a persuasive speech. The speech should include the rhetorical devices studied in The Rhetoric of the Revolution (pp ) and the structure given in the Reading Strategy section for How They Chose Their Words (Glencoe, p. 128). Summative Assessment Students will be writing and delivering a speech. Refer to the Writing Workshop: Persuasive Speech (pp ) and use the checklist on page 154 to connect previous reading, the checklist on page 160 when revising their speech, and the techniques on delivery on page 163. Use the rubric on page 1115 of Scoring Guide for the scoring of the summative assessment. Notes Providence Public Schools, in collaboration with the D-25

8 American Literature, Quarter 1, Unit 3 Revolutionary Nonfiction (12 days) D-26 Providence Public Schools, in collaboration with the

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